教育経営における地域概念の検討(<特集>学校と地域の関係の再構築)

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Recently, political documents and books on educational administration argue school-community collaboration such as the use of community resources in school education, the use of school facilities by the community, the community involvement in school management and so on. But the concept of community itself is rarely examined. 'Community' is usually defined as a geographical area of common life, but it is often said that 'community' is indefinite or indefinable. In this paper I do not intend to define 'community', but demonstrate how the concept of community is constructed in the discourse about school-community collaboration especially in two aspects. First, 'community' is constructed as a subject of educational function that has been losing outside schools. Second, 'community' is constructed as a subject of educational intention and opinions that must be involved in school management to legitimate schools. In both aspects 'community' is a subject, but at the same time it must be formed as a subject through school-community collaboration. This is a dilemma that is inescapable when we define the concept of community. Therefore it is important for each school to define the community as its own environment. In other words the process of school-community collaboration itself is the process of defining the community. But it is very difficult for a school to define the community because the school faces the dilemma mentioned above and the community takes part in that process. So what is important for a school is reflectivity in the process of defining the community and what is important for administrators and researchers is to support schools defining the community as its own environment.
日本教育経営学会の論文
2002-05-30

教育経営における地域概念の検討(<特集>学校と地域の関係の再構築)

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